1. 1 RtII: Response to Instruction and Intervention Wissahickon School District

2. + Today’s Goals & Objectives 1.Revisit our understanding of RtII 2.Examine the District schedule of assessments and data review 3.Discussion of scenarios 4.Building level planning

6. + What Is R esponse t o I nstruction and I ntervention? A comprehensive, multi-tiered regular education intervention strategy to enable early identification and intervention for students at academic or behavioral risk. The goal of RtII is to improve student achievement using research-based intervention matched to the instructional need and level of the student. (PDE, 2008)

7. 7 What RTII is not! RtII is not a(n)… – pre-referral system – individual teacher’s responsibility – classroom location – special education program – an added period of reading instruction – a separate, stand alone initiative

8. + An Analogy Regular Check-ups Tests may be ordered Decisions are made based on the data Keep doing what you’re doing Let’s try this treatment See a specialist Frequent checks on progress

9. DIBELS Day Schedule

10. Sample DIBELS Data Sheet

11. THE 5 Pillars of Reading Instruction Assessment Tools Phonemic Awareness DIBELS Initial Sound Fluency ISF DIBELS Phoneme Segmentation PSF Phonemic Awareness Assessment Alphabetic Principle (Phonics) DIBELS Nonsense Word Fluency NWF Letter Knowledge Assessment Benchmark Running Records Fluency DIBELS Oral Reading Fluency ORF Benchmark Running Records Vocabulary Benchmark Running Records – Retelling Holistic Common Assessment Comprehension Benchmark Running Records – Retelling Holistic Common Assessment (Foundational Skills in Reading Development)

12. 12 Strategic Interventions for Students at Risk of Academic Failure Tier 3:Intensive Interventions for few students Additional time, support and resources. Tier I: Foundation / Standards-Aligned Instruction for all students Tier 2: Strategic Interventions for some students Strategic Instruction, Increased Time and Opportunity to Learn

14. + The 3-Tier Structure Tier I – Who: Classroom teacher – Time Reading: 60-75 minutes Reading Tier II – Who: Classroom Teacher, Reading Specialist (push-in) – Time: 60-75 minute Core Reading instruction PLUS 30 mins. of additional intervention in I/E period two-three times per week Tier III – Who: Classroom Teacher, Reading Specialists (pull-out), Counselors, – Time: 60-75 minute Core Reading instruction PLUS 30 mins. of additional intervention in I/E period three-four times per week

15. + Tier I – Interventions for ALL Research-based core materials Differentiated Instruction that includes – Whole group teaching – Small, flexible group teaching Effective instructional strategies including – Active engagement – Scaffolding – Formative assessment with frequent feedback

16. + Tier II – Interventions for SOME Increased Time and Opportunity to Learn: In addition to core instruction Supplemental small group instruction Specialists may assist with strategic instruction in general education classroom or in homogeneous skill group Use of standard protocol interventions More frequent progress monitoring (every other week) Use of Core Extension Time (I/E period)

17. + Tier III – Interventions for FEW Definition: Academic instruction and behavioral strategies, methodologies and practices designed for a few students significantly below established grade-level benchmarks in the standards-aligned system or that demonstrate significant difficulties with behavioral and social competence. In addition to Core Instruction: More intensive instruction Use of standard protocol interventions Supplemental instructional materials for specific skill development Small, intensive, flexible groups Can be outside the general education classroom Weekly progress monitoring.

18. + A series of research-based interventions have been attempted There is documentation that the interventions were carried out as designed (treatment/intervention integrity) Progress-monitoring data shows that the student failed to meet the goal set for his or her improvement (that is, the student shows a ‘discrepancy in rate of learning’ relative to grade-peers). Consider a referral to Special Education only if...

19. + Data Analysis Review Teams Grade Level Teams… Meet within one week after DIBELS Day Follow a structured meeting protocol Analyze grade level student data Set measurable grade-wide goals – e.g., By the second benchmark, 75% of 2nd graders will be at benchmark in Oral Reading Fluency) Select and implement with fidelity research-based, grade-wide strategies to reach this goal. Monitor and adjust selected strategies.

21. + DART Meetings & Data Analysis MAP Data DIBELS Data DRA Data

22. DIBELS Data DRA Data MAP Data Scenarios 1 st Grader Level 3 Low RIT score Core – Level 1 What are your thoughts?

23. DIBELS Data DRA Data MAP Data Scenarios 2nd Grader Level 20 Average RIT score Core – Level 1 What are your thoughts?

24. + We’ll figure it out together!

25. + Any questions?

26. + Building Time Discussion points DIBELS Day schedule Use of Substitutes DART meetings Differentiation Resources

27. + Big Ideas in Beginning Reading (U of Oregon): reading.uoregon.edu What Works Clearinghouse (US Dept. of Education): www.ies.ed.gov/ncee/wwc/ Intervention Central: www.interventioncentral.org www.interventioncentral.org Florida’s Intervention website: www.fcrr.orgwww.fcrr.org Web resources for evidence- based intervention strategies